Patrina Nix and Charlotte Odom Judi Moreillon LS5443: Librarians as Instructional Partners 8 February 2013 In 2006 the American Library Association (ALA) held a Vision Summit where five roles of the 21st century librarian were identified. These roles are leader, teacher, instructional partner, information specialist and program administrator (AASL 15). Of these, the role of instructional partner has the potential of being the most influential. The school librarian has the freedom and knowledge to collaborate with all members of the learning community to impact student achievement. Collaboration is more than finding resources for teachers. Montiel-Overall gives the following definition of collaboration. Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum. (1) In this definition, we are reminded that the reason for collaboration is "to improve student learning in all areas of the curriculum" (Montiel_Overall 1). Moreillon also noted that "In the 21st century, educators' overarching common goal is increasing achievement for all learners" (Collaborative Strategies 4). In other words, collaboration is not our end product; like everything else we do as educators, student improvement is the goal of our efforts. In this paper, we are going to understand our role as instructional partner and the benefits of collaboration by looking at the testimony of teachers who have experienced positive collaboration and by research that shows the impact of collaboration on students, teachers, the school librarian and even administrators. It has been said that it takes a village to raise a child. In today’s schools, it takes a village, or at least a collaborative team, to turn out successful students who are prepared for 21st century college and career demands. When teachers and librarians come together, students benefit. Together, the teacher and school librarian offer students the benefit of a variety of teaching styles, integrated learning, individual attention, better designed lessons, and access at the point of need and multiple resources (Monteil-Overall 1; Moreillon,”Two Heads” 1). All of these things work together to result in increased student achievement (Milbury 20). Students are also getting the benefit of the physical presence of more than one teacher (HS English Student Teacher). More than one teacher means that students are receiving more one-on-one attention (Moreillon, “Two Heads” 1). When educators collaborate they have the opportunity to discuss ideas and talk through the lesson. We know that this promotes more meaningful lessons and results in students being exposed to deeper levels of learning (Montiel-Overall 1). When students are taught by librarians, they are also taught how to find information and possibly answers to their own questions (3rd-Grade Teacher). Because of testing pressures and required state classroom standards, teachers do not always have the time to teach students these information literacy skills. We believe that the school librarian brings this knowledge to the panning table. While student achievement is our main goal in collaboration, teachers also benefit from such relationships. When teachers are given the opportunity to combine their expertise with school librarians, new methods and curriculum may be developed (Williamson, Archibald, and McGregor 20). Collaboration gives teachers a chance to be more creative which may result in learning standards being covering more in-depth (Moreillion, “Two Heads” 1). A kindergarten teacher benefiting from collaboration stated that "collaborating with the teacher librarian has enabled me to do more planning and we get lots more ideas because we feed off each other" (Kindergarten Teacher). In a study of 2nd grade teachers involved in yearlong collaboration with the school librarian, it was noted that teachers found the ideas and resources suggested by the librarian incredibly useful during joint planning sessions (Kimmel 92). I, Charlotte know that many teachers teach the same thing year after year even though technology is changing the way we teach. With the help of the librarian, this can be changed to more meaningful lessons being taught in the classroom and library. When these teachers have a chance to team teach with the teacher librarian they are coming out of their rut and embracing new ideas and learning to use new technology skills that can be infused in student learning (Kilker 40). Collaboration also benefits the school librarian. We start our careers as teachers and offer a valuable perspective on school improvement. As librarians, we have the opportunity to see the school from a "global perspective" (Principal). We see children from the beginning of their education to possibly high school. We also understand the curriculum and how it is connected across grade levels. While collaborating with classroom teachers, we have the ability to "help the students find meaning in the curriculum" (3rd Grade Teacher). As a librarian, I, Pattie, want to base my library curriculum on the ALA’s Standards for the 21st Century Learner. In order to make those skills meaningful, I have to move that curriculum out of the library and into the context of classroom learning. Integration supports critical thinking skills and reinforces the research and writing process (Montiel-Overall 1). It also creates a more consistent language between the library and classroom (8th-Grade Language Arts Teacher). In short, the librarian's benefit is a more meaningful way to teach information literacy skills. Also, collaborating with teachers benefits both the school librarian and classroom teacher because it creates an environment of accountability which results in better quality teaching (Monteil-Overall 1). McGregor summarizes that process by saying that "teachers in effective schools do not operate in isolation, unconnected with each other" (McGregor 202). Lastly, collaboration "increases our professional sense of accomplishment and makes us feel more valued" (Milbury 21). As Morellion states, "Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" (Collaborative Strategies 9). According to Empowering Learners, the librarian’s role as instructional partner includes working with members of the school community to develop policies and curriculum (AASL 17). Administrators can benefit from the unique knowledge possessed by the school librarian. She is the one person in the building who understands the curriculum, has a close working relationship with the teachers, and sees the students on a daily basis. As one principal stated, “there is no one else who impacts the academic achievement of every single child in the building” (Principal). For principals using a site based management model to lead their schools, school librarians are in a perfect position to assist making program and curriculum decisions (Farmer 59). Farmer suggests that school librarians can aid in creating agendas, providing literary reviews for administration and offering technology assistance (63). Collaboration produces positive results that impact the entire school. Principals face the pressure of accountability at the state and federal level. Several studies have identified qualities that optimize a principal’s success in meeting both of these sets of standards. Among these qualities is the “facilitation of team spirit and positive collaborative atmosphere” (Farmer 60). Steck and Padget quote one principal’s take on the importance of the school librarian, ”As a principal, I have always contented that a strong school library program plays a significant role in academic achievement, and thus the library should function as the hub of the school” (35). As school librarians, we have a global perspective of the school and understand the overall needs of the school. We know that by working together many problems can be solved (McGregor 210). Collaboration between classroom teachers and school librarians benefits the entire school community. After watching video testimonials of teachers and principals who have experienced collaboration, we understand that the impact of the librarian is far reaching and substantial. Student achievement increases, the quality of instruction is improved, and both teachers and librarians experience personal and professional rewards.Such an impact cannot be overlooked. As library science students, we are wasting our time and money if we don’t understand that our graduate degrees gives us a unique opportunity, not to shelve books, but to impact students, teachers and administrators.We anticipate that there may be resistance or hesitancy to accept our help but we are prepared to educate teachers and our principals on the benefits of collaborating with us, the school librarian.
.
Works Cited "3rd-Grade Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013.<http://www.youtube.com/watch?v=3BDmBkouDxk&feature=youtu.be>. "8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=PXZnOm5iRqk&feature=youtu.be>. AASL. Empowering Learners. Chicago: American Association of School Librarians, 2009. Print. Farmer, Lesley. "Principals: Catalysts For Collaboration." School Libraries Worldwide 13.1 (2007): 56-65. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013. "High School English Student Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=mkdkXPyDPfU&feature=youtu.be>. Kilker, Jean. "School And Community Connections For Collaboration And Coteaching." Knowledge Quest 40.4 (2012): 38-45. Academic Search Complete. Web. 29 Jan. 2013. Kimmel, Sue C.1. "Seeing The Clouds: Teacher Librarian As Broker In Collaborative Planning With Teachers." School Libraries Worldwide 18.1 (2012): 87-96. Library Literature & Information Science Full Text (H.W. Wilson). Web. 28 Jan. 2013. "Kindergarten Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=_YnGbQh832U&feature=youtu.be>. McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print. Milbury, Peter. "Librarian Collaboration With Student Teachers Via Technology: Ten Important Reasons To Take It Seriously." CSLA Journal 28.1 (2004): 19-21. Academic Search Complete. Web. 29 Jan. 2013. Montiel-Overall, Patricia. "Toward A Theory Of Collaboration For Teachers And Librarians [Computer File]." School Library Media Research 8.(2005): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Print. Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013. "Principal." Inverview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=q7Ob08TRP38&feature=youtu.be>. Steck, Kappy, and Lizzie Padget. "Together We Can!." Knowledge Quest 40.4 (2012): 34-37. Academic Search Complete. Web. 29 Jan. 2013. Williamson, Kirsty, Alyson Archibald, and Joy McGregor. "Shared Vision: A Key To Successful Collaboration?." School Libraries Worldwide 16.2 (2010): 16-30. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.
Patrina Nix and Charlotte Odom
Judi Moreillon
LS5443: Librarians as Instructional Partners
8 February 2013
In 2006 the American Library Association (ALA) held a Vision Summit where five roles of the 21st century librarian were identified. These roles are leader, teacher, instructional partner, information specialist and program administrator (AASL 15). Of these, the role of instructional partner has the potential of being the most influential. The school librarian has the freedom and knowledge to collaborate with all members of the learning community to impact student achievement. Collaboration is more than finding resources for teachers. Montiel-Overall gives the following definition of collaboration.
Collaboration is a trusting, working relationship between two or more equal participants involved in shared thinking, shared planning and shared creation of integrated instruction. Through a shared vision and shared objectives, student learning opportunities are created that integrate subject content and information literacy by co-planning, co-implementing, and co-evaluating students' progress throughout the instructional process in order to improve student learning in all areas of the curriculum. (1)
In this definition, we are reminded that the reason for collaboration is "to improve student learning in all areas of the curriculum" (Montiel_Overall 1). Moreillon also noted that "In the 21st century, educators' overarching common goal is increasing achievement for all learners" (Collaborative Strategies 4). In other words, collaboration is not our end product; like everything else we do as educators, student improvement is the goal of our efforts.
In this paper, we are going to understand our role as instructional partner and the benefits of collaboration by looking at the testimony of teachers who have experienced positive collaboration and by research that shows the impact of collaboration on students, teachers, the school librarian and even administrators.
It has been said that it takes a village to raise a child. In today’s schools, it takes a village, or at least a collaborative team, to turn out successful students who are prepared for 21st century college and career demands. When teachers and librarians come together, students benefit. Together, the teacher and school librarian offer students the benefit of a variety of teaching styles, integrated learning, individual attention, better designed lessons, and access at the point of need and multiple resources (Monteil-Overall 1; Moreillon,”Two Heads” 1). All of these things work together to result in increased student achievement (Milbury 20).
Students are also getting the benefit of the physical presence of more than one teacher (HS English Student Teacher). More than one teacher means that students are receiving more one-on-one attention (Moreillon, “Two Heads” 1). When educators collaborate they have the opportunity to discuss ideas and talk through the lesson. We know that this promotes more meaningful lessons and results in students being exposed to deeper levels of learning (Montiel-Overall 1). When students are taught by librarians, they are also taught how to find information and possibly answers to their own questions (3rd-Grade Teacher). Because of testing pressures and required state classroom standards, teachers do not always have the time to teach students these information literacy skills. We believe that the school librarian brings this knowledge to the panning table.
While student achievement is our main goal in collaboration, teachers also benefit from such relationships. When teachers are given the opportunity to combine their expertise with school librarians, new methods and curriculum may be developed (Williamson, Archibald, and McGregor 20). Collaboration gives teachers a chance to be more creative which may result in learning standards being covering more in-depth (Moreillion, “Two Heads” 1). A kindergarten teacher benefiting from collaboration stated that "collaborating with the teacher librarian has enabled me to do more planning and we get lots more ideas because we feed off each other" (Kindergarten Teacher). In a study of 2nd grade teachers involved in yearlong collaboration with the school librarian, it was noted that teachers found the ideas and resources suggested by the librarian incredibly useful during joint planning sessions (Kimmel 92). I, Charlotte know that many teachers teach the same thing year after year even though technology is changing the way we teach. With the help of the librarian, this can be changed to more meaningful lessons being taught in the classroom and library. When these teachers have a chance to team teach with the teacher librarian they are coming out of their rut and embracing new ideas and learning to use new technology skills that can be infused in student learning (Kilker 40).
Collaboration also benefits the school librarian. We start our careers as teachers and offer a valuable perspective on school improvement. As librarians, we have the opportunity to see the school from a "global perspective" (Principal). We see children from the beginning of their education to possibly high school. We also understand the curriculum and how it is connected across grade levels. While collaborating with classroom teachers, we have the ability to "help the students find meaning in the curriculum" (3rd Grade Teacher). As a librarian, I, Pattie, want to base my library curriculum on the ALA’s Standards for the 21st Century Learner. In order to make those skills meaningful, I have to move that curriculum out of the library and into the context of classroom learning. Integration supports critical thinking skills and reinforces the research and writing process (Montiel-Overall 1). It also creates a more consistent language between the library and classroom (8th-Grade Language Arts Teacher). In short, the librarian's benefit is a more meaningful way to teach information literacy skills. Also, collaborating with teachers benefits both the school librarian and classroom teacher because it creates an environment of accountability which results in better quality teaching (Monteil-Overall 1). McGregor summarizes that process by saying that "teachers in effective schools do not operate in isolation, unconnected with each other" (McGregor 202). Lastly, collaboration "increases our professional sense of accomplishment and makes us feel more valued" (Milbury 21). As Morellion states, "Until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured" (Collaborative Strategies 9).
According to Empowering Learners, the librarian’s role as instructional partner includes working with members of the school community to develop policies and curriculum (AASL 17). Administrators can benefit from the unique knowledge possessed by the school librarian. She is the one person in the building who understands the curriculum, has a close working relationship with the teachers, and sees the students on a daily basis. As one principal stated, “there is no one else who impacts the academic achievement of every single child in the building” (Principal). For principals using a site based management model to lead their schools, school librarians are in a perfect position to assist making program and curriculum decisions (Farmer 59). Farmer suggests that school librarians can aid in creating agendas, providing literary reviews for administration and offering technology assistance (63).
Collaboration produces positive results that impact the entire school. Principals face the pressure of accountability at the state and federal level. Several studies have identified qualities that optimize a principal’s success in meeting both of these sets of standards. Among these qualities is the “facilitation of team spirit and positive collaborative atmosphere” (Farmer 60). Steck and Padget quote one principal’s take on the importance of the school librarian, ”As a principal, I have always contented that a strong school library program plays a significant role in academic achievement, and thus the library should function as the hub of the school” (35). As school librarians, we have a global perspective of the school and understand the overall needs of the school. We know that by working together many problems can be solved (McGregor 210).
Collaboration between classroom teachers and school librarians benefits the entire school community. After watching video testimonials of teachers and principals who have experienced collaboration, we understand that the impact of the librarian is far reaching and substantial. Student achievement increases, the quality of instruction is improved, and both teachers and librarians experience personal and professional rewards.Such an impact cannot be overlooked. As library science students, we are wasting our time and money if we don’t understand that our graduate degrees gives us a unique opportunity, not to shelve books, but to impact students, teachers and administrators.We anticipate that there may be resistance or hesitancy to accept our help but we are prepared to educate teachers and our principals on the benefits of collaborating with us, the school librarian.
.
Works Cited
"3rd-Grade Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013.<http://www.youtube.com/watch?v=3BDmBkouDxk&feature=youtu.be>.
"8th-Grade Language Arts Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=PXZnOm5iRqk&feature=youtu.be>.
AASL. Empowering Learners. Chicago: American Association of School Librarians, 2009. Print.
Farmer, Lesley. "Principals: Catalysts For Collaboration." School Libraries Worldwide 13.1 (2007): 56-65. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
"High School English Student Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2009. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=mkdkXPyDPfU&feature=youtu.be>.
Kilker, Jean. "School And Community Connections For Collaboration And Coteaching." Knowledge Quest 40.4 (2012): 38-45. Academic Search Complete. Web. 29 Jan. 2013.
Kimmel, Sue C.1. "Seeing The Clouds: Teacher Librarian As Broker In Collaborative Planning With Teachers." School Libraries Worldwide 18.1 (2012): 87-96. Library Literature & Information Science Full Text (H.W. Wilson). Web. 28 Jan. 2013.
"Kindergarten Teacher." Interview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=_YnGbQh832U&feature=youtu.be>.
McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 199-219. Print.
Milbury, Peter. "Librarian Collaboration With Student Teachers Via Technology: Ten Important Reasons To Take It Seriously." CSLA Journal 28.1 (2004): 19-21. Academic Search Complete. Web. 29 Jan. 2013.
Montiel-Overall, Patricia. "Toward A Theory Of Collaboration For Teachers And Librarians [Computer File]." School Library Media Research 8.(2005): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 31 Jan. 2013.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension. Chicago: American Library Association, 2007. Print.
Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 1. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.
"Principal." Inverview by Judi Moreillon. Teacher Tube. N.p., 2001. Web. 27 Jan. 2013. <http://www.youtube.com/watch?v=q7Ob08TRP38&feature=youtu.be>.
Steck, Kappy, and Lizzie Padget. "Together We Can!." Knowledge Quest 40.4 (2012): 34-37. Academic Search Complete. Web. 29 Jan. 2013.
Williamson, Kirsty, Alyson Archibald, and Joy McGregor. "Shared Vision: A Key To Successful Collaboration?." School Libraries Worldwide 16.2 (2010): 16-30. Library Literature & Information Science Full Text (H.W. Wilson). Web. 1 Feb. 2013.